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The purpose of this education package is to ensure students connect climate change to the effects it is already having on children living in the world's most vulnerable communities. The pack is divided into four sections:
Know More - three activities to increase understanding of climate change and its effects on the world's children.
Explore More - two activities designed to examine responsibility for climate change.
Do More - A section that provides support and guidance for climate change action projects.
Share More - A form to complete in order to report on successful actions taken.
While produced in conjunction with the Climate Change Conference held in Copenhagen in 2009, the resource has relevance and application today.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
|Consideration of Alternative Perspectives: |
Satisfactory- absence of bias towards any one point of view
Good- students consider different points of view regarding issues, problems discussed
Very good- based on the consideration of different views, students form opinions and take an informed position
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected
|Acting on Learning||Very Good|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|